XI–A

This two-hour session overviewed the 2006-07 and 2007-08 EDFacts collections and reporting system. EDFacts staff discussed issues that have arisen in reporting, and how they are being resolved, as well as changes state EDFacts Coordinators can expect to see in 2007-08. The session was intended as a comprehensive briefing for state EDFacts Coordinators; audience participation was welcome and expected!

XI–B

The Wyoming Department of Education and the National Transcript Center demonstrated how the student record exchange proof of concept has evolved into a workable and sustainable system that will allow for the electronic transfer of student transcripts from secondary schools to postsecondary institutions. We discussed the benefits that the Wyoming Transcript Center is providing Wyoming in relation to seamless transfers of student records and the tracking of state scholarship requirements throughout the education venue. We discussed the steps taken to create a standard Wyoming transcript for use throughout the state's institutions. We also discussed the next evolutionary step in the process—the move to full student record exchanges within the K-12 environment. We explained how Schools Interoperability Framework will enable the exchange of full student records between districts in hopes of keeping up with migratory students as well as helping to stabilize students' educational plans regardless of their mobility.

Download Zipped PowerPoint Presentation:

• Wyoming Transcript Center Roadmap From e-Transcripts to Student Record Exchange (576 KB)

XI–C

In part one of this session, we discussed the basics for understanding and resolving disparate data, and developing a high-quality data resource. The attendee learned basic concepts of the Common Data Architecture (CDA), the general approach to understanding and resolving disparate data, three levels of a CDA, results to expect from the approach, and how to incorporate the results into a purchased application.

In part two of this session, we discussed how California used the CDA approach in developing the conceptual architecture for its longitudinal student data system. Concepts covered were process overview, preparing for the vendor, resistance/commitment/staff, lessons learned, and products/accomplishments.

Download PDF File:

• California's Longitudinal Pupil Achievement Data System: Building Blocks for Successful Implementation (141 KB)

XI–D

In order to support department policy analysts as well as district and school staff in data-driven decision making, the Massachusetts Department of Education (DOE) has built a unique data warehousing solution that puts together information from both state and district information systems. The service hosts state assessment and student information, as well as district grades, staff, and schedule information. We described how district representatives collaborated with DOE staff to develop the pilot data model and reports, and how this affected both process and product. We discussed the project goals, including delivering reports and ad hoc analysis capabilities to school district staff across Massachusetts, including individual student achievement results delivered to the teacher level, and how districts are using the data warehouse to try to impact student achievement.

XI–E

This participant-directed, interactive session of simultaneous roundtable discussions touched on the topics that have been emerging in states' efforts to build and maintain longitudinal student data systems. Topics included the Family Educational Rights and Privacy Act, business intelligence tools, data quality, data security, effective data use, and system sustainability. The discussions were open to all participants.

XI–F

MISA is a series of initiatives that are increasing the capacity for evidence-informed decision making at all levels in the Ontario education sector. This session outlined the approach that the Ontario government has taken over the past 3 years to enhance technology, and improve data management and use by the ministry, school boards, and schools in support of improved school effectiveness and gains in student achievement.

XI–G

Currently, the data used to calculate the graduation rate and other rates for South Carolina high school report cards come from multiple sources. These sources do not have the same data and/or the same format. Merging these data is time consuming and open to the risk of mismatched results. Verification of this merged data file requires multiple rounds of communication with 86 districts and 210 high schools.

Longitudinal Data Systems (LDS) will provide all data needed for the graduation rate calculation in a single source and for multiple years. LDS will have the capability to edit data and allow cross-reference checks on the data as it is collected. This will reduce the likelihood of mismatched data and the burden on schools during summer data verification. This may even eliminate the need for summer data verification.

This presentation explained how graduation rates are currently calculated and how we envision LDS will impact this process.

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• Expected Impact of LDS on Calculating SC Graduation Rates and High School Report Cards (1.79 MB)

XI–H

To ensure that state longitudinal data systems are ultimately useful for their intended purposes, it is critical that states address early on, and return frequently to, the following key questions: Who will use the state longitudinal data system's data? What data do these users need and why? What products and functionality do these users need? Based on current research, we presented lessons learned from early implementers, identifying common approaches and promising strategies for ensuring the usefulness of state longitudinal data systems. We also offered specific examples of targeted audiences, uses, contents, functions, and products.

Download Zipped PowerPoint Presentation:

• Ensuring the Usefulness of State Longitudinal Data Systems (0.99 MB)